Lock Haven University of Pennsylvania
Lock Haven, Pennsylvania
Graduate Studies Department
Supervision: Child Development Issues
I.Introductory Information
A.Department Name: Graduate Studies
B.Department Catalog Number: EDLD 6--
C.Course Title: Supervision: Child Development Issues
D.Semester Hours of Credit: 3
E.Clock Hours Per Week: 3
F.Overlays: n/a
G.Restrictions Upon Student Registration: Students must be M.Ed. candidates to enroll; other students may enroll with permission of the instructor.
II.Description of the Course
A.Catalog description: Provides a review of the major developmental considerations between conception and late adolescence. The focus includes the educational implications of developmental milestones, problems in development, and the role of educational leaders in supervision of teachers, counselors and others working with students. Considerable attention is given to the issue of students with disabilities in inclusive settings.
B.Comprehensive description: This course assumes some background in psychology, child development, and adolescent development and provides an overview of basic developmental processes. This overview is then used as a scaffold to introduce important issues for school leadership consideration such as gradation, special needs, emotional difficulty and behavioral problems, classroom management and supervision of school staff as it relates to developmental issues. Multiple assignments are indicated as mentored-job embedded experiences and require not less than 60 hours of on-site mentored field experience for completion. Educational Leadership candidates will focus on child development as it relates to the Pennsylvania Inspired Leadership core standards, including but not limited to the following standards:
Pennsylvania Inspired Leadership (PIL) standards:
Core Standard III (E) - The leader knows how to access and use appropriate data to inform decision making at all levels of the system.
E. Understands how to use data from many sources reported in multiple formats to improve student achievement. Examples of various data categories would include: demographics; student achievement and learning; school processes; and perceptions.
Corollary Standard I (A,B,C) - The leader creates a culture of teaching and learning with an emphasis on learning.
- Understands the current research in teaching and learning.
- Understands the importance of taking responsibility as lead learner in his/her school environment.
- Understands that the culture for learning that includes and engages families to be involved in the learning process.
Corollary Standard II (B) - The leader manages resources for effective results.
B. Knows how to create a well-organized, effective and safe learning environment linked to strategic plan and research based practice.
Corollary Standard IV (C) - The leader operates in a fair and equitable manner with personal and professional integrity.
C. Understands and respects diverse student and staff populations and the impact on individuals, school, and community.
Corollary Standard V (C) -The leader advocates for children and public education in the larger political, social, economic, legal, and cultural context.
C. Advocates for all students; able to promote a continuous focus on children and their learning.
Additionally, Special Education competencies related to the knowledge and demonstration of knowledge are a focus of this course. These include:
Design and Implement programs that reflect knowledge, awareness and responsiveness to diverse needs of students with disabilities.
Identify effective instructional strategies to address areas of need.
Connect general education curriculum, compensatory and special education in providing high quality standards-based instruction/intervention that is matched to students’ academic, social emotional and behavioral needs.
Implement universal screening of all student with periodic monitoring of students progress in the curriculum.
III. Exposition
A.Objectives: Upon successful completion of this course, students will be able to do the following:
1. Describe key milestones in child and adolescent development.
2. Identify major developmental problems and dysfunction along with essential school and classroom strategies for adequately addressing those issues.
3. Analyze the impact of various developmental issues including motivation, family involvement, peer relationships, moral development and other issues upon learning and student performance.
4. Identify child and adolescent development concerns associated with varied gradation models in schools.
5. Demonstrate knowledge of various methods of providing support for development in curriculum and administrative policy decisions.
6. Demonstrate knowledge of special education competencies, particularly those focused upon prevention, early learning and the identification of effective instructional strategies for students with disabilities
7. Develop and analyze resolution steps for the supervision and/or policy concerns impacting the development of students.
8. Analyze the school’s developmental context and how the context impacts strategic planning.
9. Provide an analysis of an educational leader’s approach to addressing developmental concerns through policy making and supervision.
B.Activities and Requirements:
1.Complete assigned unit readings in printed as well as electronic format.
2. Participate in threaded discussions, chats, and group projects indicative of purposeful learning opportunities.
3. Create a multiple measures of data project designed to improve student achievement and based upon some or all of the following: psychological testing, aptitude testing, academic achievement data, and developmental screening data. (mentored- job embedded).
4. Analyze an existing school learning environment and safety plan and recommend changes that effectively integrating curriculum, policy, behavioral expectations and safety considerations. (mentored- job embedded).
5. Develop a plan for making adjustments to the learning environment in the school that increase the schools ability to meet diverse students’ needs (mentored- job embedded).
6. Using a case study approach, assess a school district’s approach to grouping of grade levels, implementation of specialized programming and the relationship of these organizational/systemic issues to child development issues. As an extension, tie these developmental issues to the newest Pennsylvania areas for certification of teachers. Provide an in-depth analysis focusing upon child development and systems that promote student achievement. Core Standard III.
7. The student will complete a 60 hour mentored field experience focused upon child development issues.
C.Major Units and Time Allotted:
Physical and cognitive development6 hours
Supervision- Field observation & experience9 hours
Language and literacy development3 hours
Motivation3 hours
Peer relations and moral development3 hours
Review of factors impacting development3 hours
Models of gradation and relationship3 hours
to child and adolescent development
Developmental issues & classroom management 6 hours
Instructional adaptations based upon3 hours
developmental needs & evidence-based
effective practices
Prevention and early learning6 hours
______
45 hours
D.Materials and Bibliography:
1.Suggested textbooks:
Pressley, M., & McCormick, C. (2007) Child and adolescent development for educators. New York: Guilford Press.
2.Other materials: Computer and internet access.
3.Bibliographic support:
Davies, D. (2004).Child development: A practitioner’s guide (2nded.). New York: Guilford Press.
Gimpel, G., & Holland, M. (2003).Emotional and behavioral problems of young children: Effective interventions in the preschool and kindergarten years. New York: Guilford Press.
Glickman, C., Gordon, S., Ross-Gordon, J. (2007).Supervision and instructional leadership: A developmental approach. (7th ed.) New York: Pearson Education.
House, A. (1999).DSM-IV diagnosis in the schools. New York: Guilford Press.
Jacobs, D. (1999).The Harvard Medical School guide to suicide assessment and intervention. San Francisco: Jossey-Bass.
Joyner, E., Ben-Avie, M., & Comer, J. (2004). Transforming school leadership and management to support student learning and development. Thousand Oaks, CA: Corwin Press.
Lahey, B., Moffitt, T., & Caspi, A. (2003).Causes of conduct disorder and juvenile delinquency. New York: Guilford Publications.
Meece, J., & Daniels, D. (2008).Child & adolescent development for educators(3rd ed.). New York: McGraw-Hill.
Rief, S. & Heimburge, J. (2006).How to reach and teach all children in the inclusive classroom: Practical strategies, lessons, and activities. San Fransisco: Jossey-Bass.
Rutherford, R., Quinn, M., & Mathur, S. (2004). Handbook of research in emotional and behavioral disorders. New York: Guilford Press.
Swanson, H.L., Harris, K., & Graham, S. (Eds.) (2003). Handbook of learning disabilities. New York: Guilford Press.
Underwood, M. (2003). Social aggression among girls. New York: Guilford Publications.
IV.Standards
All grades will be assigned in accordance with university policy and based on criteria to include participation and completion of assignments.
V.Rationale and Impact:
A. This course will be one of the core course requirements for the Master of Education Program in Educational Leadership. It will be an elective coursein other Master of Education programs.
B. This course is designed to support leaders in obtaining the knowledge and skills necessary to effectively supervise staff in areas of teaching and learning as it relates to the development of children and adolescents. The course will be an on-line offering making it accessible regardless of location. The course will have mentored, job-embedded assignments designed to support candidates in developing their professional practice.
C.The course will have no impact upon other programs.
VI. Cost and Staff Analysis:
A.This course may require an overload assignment.It also may be available to be taught, on an as needed basis, by faculty in a department other than the Graduate Studies department.
B.Thecourse will be offered in the fall, spring or summer based upon program and student needs as determined by the coordinator of the program.
C.This course will have no impact upon other programs.
VII. Relationship among Course, Program, and University Student Learning Outcomes:
Course Learning Outcomes (Objectives)Upon successful completion of this course, students will be able to do the following: / Program
Student Learning Outcomes / University
Student Learning Outcomes
Describe key milestones in child and adolescent development / The leader creates a culture of teaching and learning with an emphasis on learning / Knowledge-Social Sciences
Identify major developmental problems and dysfunction along with essential school and classroom strategies for adequately addressing those issues / The leader creates a culture of teaching and learning with an emphasis on learning / Knowledge-Social Sciences
Analyze the impact of various developmental issues including motivation, family involvement, peer relationships, moral development and other issues upon learning and student performance / The leader creates a culture of teaching and learning with an emphasis on learning / Knowledge-Social Sciences
Critical thinking
Identify child and adolescent development concerns associated with varied gradation models in schools / The leader is grounded in standards-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standards-based reform in the school / Knowledge-Social Sciences
Demonstrate knowledge of various methods of providing support for development in curriculum and administrative policy decisions / Theleader has knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success / Knowledge-Social Sciences
Demonstrate knowledge of special education competencies, particularly those focused upon prevention, early learning and the identification of effective instructional strategies for students with disabilities / The leader is grounded in standards-based systems theory and design and is able to transfer knowledge to his/her job as an architect of standards-based reform in the school / Knowledge-Social Sciences
Develop and analyze resolution steps for the supervision concerns impacting the developmental issue of students / The leader creates a culture of teaching and learning with an emphasis on learning / Critical thinking
Analyze the school’s developmental context and how the context should impact on strategic plans / The leader creates a culture of teaching and learning with an emphasis on learning / Critical thinking
Provide an analysis of an educational leader’s approach to addressing developmental concerns through policy making and supervision / Theleader has knowledge and skills to think and plan strategically, creating an organizational vision around personalized student success / Critical thinking
Ethics
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